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UW-Milwaukee PSYCH 325 - Exam 2 Study Guide

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Psych-325 1nd EditionExam # 2 Study Chapters 5-7Lecture 1 (10/1/13)10/1/13Observational Method of Psych. ResearchTypes of Observation Research-Naturalistic Observation-Case Studies-SurveysNaturalistic Observation: Carefully observing-People’s or animals natural behavior in their everyday lives, don’t intervene in any way! Must not know they’re being observed. -Ethology: the study of naturally occurring behavior.Ex: Lorenz’s and study of geese and imprinting; Eibl-Eibesfeldt’s research on humans facial expressions: “eyebrow flash” when we non verbally greet a passerby, eyebrows go up then down. -Ethogram: aims to identify and classify the behaviors of an organism. – “Courtship Behavior of Fish”.-An ex. Of an investigation that relied on natural observation: Levine and Norenzayan (99); The pace of life in 31 countries; Locations the largest city of 31 countries; Picked 3 dependent variables to observe:1) walking speed2) Postal Speed: time btw when you ask for a tamp until transaction is finished3) Clock Accuracy: Fast pace country will have very accurate clocks.To Measure: Walking speed: they picked one 60ft stretch of street, watched people walking w/o purpose.Postal Speed: they wrote a note to postal worker in native languageLooked at clocksObservers: college age, from or looked like they were from native country, dressed neatly and casually.Results: “pace of life index”=composite score averaging walking speed, postal speed, and clock accuracy. Top: Switzerland, Ireland, Germany, Japan, Italy, England, Sweden, Austria, Netherlands etc. -Is naturalistic observation ethical:Cornerstone of ethics in psych. Research: informed consent: people are asked if they mind being observed, they’re not asked in naturalistic observation. It’s ethical b/c no one was harmed or could possibly be harmed and it was in public. It’d be unethical if it was in private. I.R.B often waives the informed consent form when it’s naturalistic observation.-There may not be high inter-observer reliability. Often only one observer is used. -Threats to validity is naturalistic observation: Research Bias; Anthropomorphizing; Subject reactivity (people act different because they think they’re being observed/when they know they are.Minimizing Participant Reactivity:-Unobtrusive Observation: Observer is hidden or inconspicuous-Participant Observation: Often joins the group being observed-Unobtrusive measures: indirect measures of behavior, no reactivity concernsUses of naturalistic observ. Data: Describes behavior; examine the ecological function of behavior; provides basis for correlational analyses (slow pace->less smoking; cold climate-> fast pace walking)Lecture 2 (10/8/13) 10/8/13Correlation Method:-2 or more DVs (A & B)-A and B are related-positive correlation: And B vary in the same direction (ex: height and weight)-Negative correlation: A and B vary in the opposite direction A up B down (EX: hours of T.V and hours of hw)-No correlation=zero correlation. A and B are unrelated (length of hair and intelligence)Linear Correlation: Pearson product-moment correlation coefficient: “r”, the straight line relationship in your data.Direction of relationship + or –Magnitude or strength of relationship (#)r (absolute value of r) + sign doesn’t matter, just directionr < or _ to 1 (1 is perfect correlation)-Scatter Plot/Scattergram/Scatter Diagram-Abscissa (X-axis horizontal)-Ordinate (y-axis, vertical)-Regression: allows us to make predictions about one variable based on its relationship with another variable. Use correlations to make predictions-t-test for “r”-Can you reject Ho aka Null Hypo (nothings going on)  something is happening.In this case: t(18)= 3.56 p= .002  significant, yes, reject Ho-Lower correlation is less precise measurement and not as easily predicted-“r”=0, the regression line is horizontal, no correlation, on y-axis/ordinate, average-“Yerkes-Dotson”= r=0 – regression horizontal, no linear correlation but still relationshipLecture 3 (10/10/13)10/10/13r  linear correlation coefficientr2  coefficient of determination “proportion of variance accounted for”…by the linear relationship- 4%= weak; 36%= high correlation. Closer the points to regression line; higher r2Restricted (Truncated) Range: Restricted range will tend to be lower with [r], problem because if you have a wider range then “r” could have higher value. You don’t see full extent of scores, only have a horizontal line to show correlation of limited values within restricted range. You only notice it if you plot the data. -Problems of interp. Of a correlation btw A and B.-Directionality Problem: unknown direction of causation-If A and B have a high correlation, maybe A caused B or B causes A, or maybe neither. EX: churches and motorcycle accidents, high correlation, how does that happen? (Big Citychurches more accidents)-Third variable problem: maybe C (unstudied variable causes A and causes B)-Cross-lagged-panel correlation procedure: Goal is to improve internal validity of a correlation design, take a lot of time, take two variables and try to figure out cause before effect. -EX: Eron et al (72): Does watching violent TV cause violence in real life? – measured T.V and aggression, then waited 10yrs; and then measured it again. .05no correlation later; .31causal factorLecture 4 (10/15/13)10/15/13Chapter 6:-Contingency table research (2 by 2)-Interp. Correlations:-Coefficient of determination: r2- restricted range problem (Truncated)-Directionality problem-Third-variable problem-Cross-lagged panel correlation procedureChapter 7:-Correlation Method Vs. Experimental Method: used to study similar research; playing violent games vs. aggression, 2 variables. -Anderson and Dill (2000) studied in a correlation study in an experiment. Correlation study: 227 college students. DV’s: self-measure of violent video games played 7th-12th grade (no restricted range problem) and self-report measure of aggressive acts towards others. – Expecting a positive correlation, which is what they get: r=+0.46, significant. Conclusion: you can’t say violent games caused it, but it did contribute or they’re prone to aggression. Third- variable problem: possible. There’s no manipulation of IV. – Experiment study: 210 college students. IV: (have to have 2 levels) type of video game. Levels: ½ violent game + ½ non violent game. – Constants: environment, time played,


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UW-Milwaukee PSYCH 325 - Exam 2 Study Guide

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